1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Lyndsay Hawk Behavioral Sciences Grade: 7 Introduction to Sociology

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will develop knowledge of sociology and its role in human interaction. In addition, students will learn to make connections between their lives and human behaviors studied in sociology, in order to develop analytical skills that explore topics in social movements. Objectives: Content/Knowledge : Students will be able to identify factors, people, and organizations, which have an influence on society. Students will be able to apply sociological concepts and theories to actual events. Students will be able locate information about society, local actions, cultural artifacts, and norms. Process/Skills: Students will be able to obtain data from a variety of sources. Students will be able to support interpretations with evidence Values/Dispositions: Students will be able to formulate a opinion or position regarding societal norms. Students will be able to identify feelings and actions of people, in order to make connections to their life.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Teaching young students about behavioral science, including sociology, is important for students to understand how everyday behavior is linked to macro-level social change. In addition, it is important for students to be able to use sociological ideas to understand current and historical events in society. Standards: State – Illinois Common Core or Learning Standards 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms). National – NCSS Themes People, Places, and Environments Culture Individual Development and Identity Individuals, Groups, and Institutions

5. Logical/Mathematical

6. Logical/Mathematical Activity Using demographic data from the most recent census, have students create charts or draw maps of their locality (either state, county, or city) that identify various social and economic characteristics (education, population, housing, race, and so forth) of this locale. The Fact Finder series will provide descriptive tables with this information and can also map some of these data. Students can supplement the census data with their own observations of such things as where different groups live. Materials Computer with Internet access, paper, pencil Resources http://factfinder2.census.gov/faces/nav/jsf/pages/index.xht ml http://www.census.gov/

7. Verbal/Linguistic

8. Verbal/Linguistic Activity: Have students identify a social movement in your community that they find interesting. Have them identify written material from the movement (documents, statements, journals, posters, etc). Students should examine/ analyze the material, answering the following: How did the movement emerge? Is it reform, radical or reactionary? How have the available resource helped or hindered the movement’s development? What tactics does the movement use to achieve its goals? How is it connected to other social movements? Materials: Computer with Internet access, information regarding social movements in the community, paper, pencil Resources: http://politics.meetup.com/cities/us/il/peoria/

9. Musical/Rhythmic

10. Musical/Rhythmic Activity Students will listen to a variety of music. While listening, students will try and determine the genre, culture, and time period of the music. In addition, students will make notes and/or draw how the music makes them feel. Once completed, students will form into groups of 3 or 4 and write a reflection on the role of types of music in society. Materials Various types of music (classical, contemporary, instrumental, rap, jazz, hard rock, etc.) Resources http://musicmagic.wordpress.com/2008/07/10/music- in-society/

11. Visual/Spatial

12. Visual/Spatial Activity: Ask students to match cultural artifacts with their corresponding social institutions. Divide students into small groups (of about 5). Ask each student to pick one item for their group, return to their group and share what they have found. For example, if a student found a piece of chalk, they might discuss it in relation to education. If a student found a Star- Spangled banner, they might discuss it in relation to government. Materials: For the economy: coins, paper money, checkbook etc. For religion: small cross, star of David, Bible, Book of Mormon, etc. For sports: jersey, cards, ball, shoe, etc. For science/technology: mouse, diskette, CD, test tube, etc. For education: text, notebook, pen, calculator, chalk, picture of teacher For family: pictures, house figure, picnic artifact, grill, etc. For government: gavel, tax bill, constitution, park sticker, flags of various countries, etc. Large container for holding artifacts Notebooks/Paper, Pencils/Pens Resources: http://culturalartifacts.com/

13. Body/Kinesthetic

14. Body/Kinesthetic Activity Students will break a social norm during the school day. (Examples: Males will dress in female attire/ Females in male; Wear a winter jacket in the summer; Wear sandals in the snow; Wear stripes with polka dots; Wear an unstylish or outdated outfit.) Next, interact with others and observe their responses while wearing your norm- breaking outfit. Students will document and share their findings. Materials Various articles of clothing, paper, pencil Resources http://www.sociologyguide.com/basic-concepts/Social- Norms.php

15. Interpersonal

16. Interpersonal Activity Organize the class in several groups, each group representing a different set of interests regarding a local bill. Groups can include: a community-based group of citizens opposed to the proposed bill; company owners local business; administrators; a national organization, government representation. Working in their small groups, ask students to make a list of their objections or support for the proposed bill. After groups have completed their discussion, have each of the spokespersons present their case to the class as a whole then ask the class as a whole to vote on whether the proposed bill is accepted. Following the group discussion, ask the original groups to reconvene and discuss their reaction. What further avenues do the different groups have if they are dissatisfied with the results? How would they proceed? Materials Computer with Internet access, paper, pencil Resources http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=BILLS

17. Intrapersonal

18. Intrapersonal Activity Have students try to live for a period of time (one day or one week) without the use of certain technological developments (i.e., television, the web, microwave ovens, cell phones (or any phone). Have them keep a list of how the absence of such technology alters their behavior and their relationships with others. Materials Paper, pencil Resources http://www.sciencechatforum.com/viewtopic.php?f=67&t =20300 http://ezinearticles.com/?Life-Without- Technology&id=6995481

19. Naturalistic

20. Naturalistic Activity Students will research and study the debate of Nature vs. Nurture. The debate is a longstanding controversy about the effects of biology and social systems on individuals and behavior. The “nature” side of the debate argues that people are shaped primarily by genetics and biology. The “nurture” side argues that our participation in social life is the most important determinant of who we are and how we behave. Students will develop an opinion supplemented by their research and experiences. Materials Computer with Internet access, paper, pencil Resources http://www.diffen.com/difference/Nature_vs_Nurture

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: Students will be assessed throughout the lessons using anecdotal notes and observations checklists. In addition, students’ comprehension will be evaluated from various journal entries and group discussions. Furthermore, a formative assessment will be given at the end of the lessons, in which students will be asked short-answer questions related to sociology and the study of human behaviors (change over time, attitudes, actions, etc.) Online Resources: https://delicious.com/lhawk/Anthropology%2Fpsych ology%2Fsociology